Development Of Academic Skills Research Articles

ENHANCING ACADEMIC EXCELLENCE: THE IMPACT OF ACADEMIC SUCCESS SKILLS ON STUDENTS AT THE INSTITUTE OF PUBLIC ADMINISTRATION AND MANAGEMENT (IPAM), UNIVERSITY OF SIERRA LEONE

The goal of this study is to improve academic excellence by examining how students at the University of Sierra Leone's, Institute of Public Administration and Management (IPAM) use successful academic strategies. Data was collected from a sample of IPAM students using a mixed-method research strategy that included surveys and interviews. Based on the findings, academic performance and overall excellence are significantly impacted by the acquisition and use of academic success skills. Time management, goal-setting, organization, research and note-taking, critical thinking, exam preparation, and leisure reading are just a few of the many aspects of these abilities. Higher levels of academic accomplishment are regularly demonstrated by students who possess and use these talents effectively. The report also stresses how critical it is to incorporate academic success skills into curricula and give students the tools and assistance they need to develop and improve these abilities. According to the results, academic performance significantly improves for students who receive focused instruction and direction in academic success strategies. Educational establishments, especially those looking to improve student academic performance, should take note of these facts. Institutions can increase overall academic performance and success by implementing initiatives to facilitate the development of academic success skills among students, given the recognition of their critical importance. This work adds to the body of knowledge on academic success abilities and provides insightful information for modern higher education administrators, educators, and politicians.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0787/a.php" alt="Hit counter" /></p>

The effects of using collaborative digital storytelling on academic achievement and skill development in biology education

AbstractThe purpose of the study is to investigate the effect of the use of digital storytelling on academic achievement, critical thinking dispositions, co-regulation, and narrative skills of 10th grade students. To this end, the study was conducted using a semi-experimental design with a convenience sample. The participants consisted of 64 students (33 in experimental and 31 in control group) who were studying in a high school. After the groups were trained, a two-week pilot study was conducted by forming collaborative groups among the students. This was followed by eight weeks of main implementation, during which students presented their projects to the class every two weeks. Following the digital story presentations in the experimental group, feedback was provided by the course instructor and peers. In addition, rubric scores were generated by the researchers for each digital story. Academic achievement test, critical thinking disposition scale, co-regulatory skills scale, and digital story evaluation rubric were used as data collection tools at the end of the process. Independent samples t-test, repeated ANOVA, and regression analysis were performed on the collected data. According to the results, digital story activities had moderate positive effects on students’ academic achievement and critical thinking, and high positive effects on co-regulation. In addition, the narrative skills of the students in the experimental group increased significantly over the weeks with a difference of 27.44 points. There was also evidence that storytelling ability was a significant predictor of academic achievement and that this ability increased significantly over the weeks. The results showed that the collaborative creation of a digital story by the students had a positive effect on their academic achievement and the development of their skills.

Dual Language Education and Academic Growth

Background or Context: Dual language education aims to foster the development of bilingualism, biliteracy, sociocultural competence, and academic skills in all school subjects. Early correlational research suggests that participation in dual language education is associated with higher achievement. Recent studies leveraged more comprehensive sets of baseline characteristics and found that dual language students improved their achievement status more than other students. A major limitation to these studies is their lack of ability to model within-student growth. Thus, we lack evidence on the relationship between dual language education and growth trajectories within and across grades. Purpose: This paper reports academic achievement and growth in grades 2 through 8 for Hispanic participants and nonparticipants of a Spanish–English dual language program. It extends the literature by providing novel evidence on seasonal patterns of learning for multilingual students across the elementary and middle grades. Research Design: Applying a piecewise multilevel model to rich assessment data on a large sample of Hispanic students in a district in the Midwest, I compare the math and English reading growth rates of participants to nonparticipants of a dual language (DL) program. By separately specifying growth terms for each school year and summer, I test whether any differences in growth rates between DL and non-DL students expand, stay the same, or diminish across grade levels. Conclusion: Dual language participants started second grade with lower achievement than nonparticipants. In math, dual language participants grew more than nonparticipants during each year in grades 2 to 5 but lost more learning during summers. In English reading, dual language participants grew more during some school years. These findings suggest summer learning opportunities are crucial for addressing achievement disparities.

The Dynamics of Part-time Employment among University Students: Balancing Work, Education, and Personal Growth

This research delves into the intricacies of part-time employment among university students, exploring the various dimensions of their engagement with work alongside their academic endeavors. Employing a mixed-methods approach that includes surveys and interviews, the study investigates students’ motivations, the nature of their part-time jobs, the benefits and challenges they encounter, and the strategies they employ to balance work with their studies. The analysis provides a deeper understanding of how part-time employment influences students’ academic performance, skill development, and personal growth. The findings highlight the dual role of part-time work in offering practical experience and financial support while also presenting potential challenges to academic commitments. This study contributes valuable insights into the strategies that can optimize the balance between work and education, enhancing students’ overall development and readiness for their future careers.

Revealing and Implementing Introductory Paragraph Models for the Development of Turkish Academic Writing Skills

Revealing and Implementing Introductory Paragraph Models for the Development of Turkish Academic Writing Skills

Measuring academic skill development for students with autism spectrum disorder using curriculum‐based measurement: A scoping review and call for research

AbstractSchool‐based service providers must understand how to best measure academic skill development given its key role in improving long‐term outcomes for individuals with autism spectrum disorder (ASD). Curriculum‐based measurement (CBM), which has applications for foundational academic skill areas of reading, writing, and mathematics, may be one way to determine academic intervention targets and progress monitor academic skills for students with ASD, but the extent of the literature base is unknown. Results of this scoping review regarding use of CBM with autistic students indicated few studies, overall. Studies had a wide range of sample sizes and primarily focused on intervention, using CBM as progress or outcome measures. Numerous demographic characteristics and study elements were absent from the literature. Future directions for this area of research and the implications for assessment in response to instruction for students with ASD are presented.

The Impact Of Personalised Learning Vs Facilitated Learning On Academic Abilities And Skill Development Of Slow And Advanced Learners

The Impact Of Personalised Learning Vs Facilitated Learning On Academic Abilities And Skill Development Of Slow And Advanced Learners

From word recognition skills to reading for the meaning of a science text

Background: Although the reading of science texts has been reported for high school learners, there is not much research on how younger learners engage with expository texts and how they develop academic language skills. In the instance of this study, the topic came from the curriculum content about animal reproduction.Aim: The study from which this article emanated aimed to explore how a sample of learners engaged with a short text, which required cohesive reading and some background knowledge and vocabulary.Setting: This study was conducted in a suburban school where the learners use English as a second language.Methods: A sample (n = 25) was randomly selected from five Grade 4 classes. Their reading comprehension of a custom-designed test was assessed, along with their writing competence in their responses to content questions as well as their drawings. The data were analysed in a typical content analysis modality.Results: This study showed that the learners do not apply inferencing skills and do not read cohesively across sentences and paragraphs and that their vocabulary and prior knowledge of animal reproduction is limited.Conclusion: The urgent need for the development of academic language skills in the early grades is foregrounded in this article, arguing that it can be infused in subjects across the curriculum of the early grades.Contribution: The task can be used by teachers and by researchers who may wish to replicate the study.

Differentiation of Physical Training for Athletes Aged 10-12 in Kickboxing: Potential and Research Perspectives

Martial arts hold a prominent position in the array of sports disciplines, characterized by an extensive range of techniques, severe performance standards in competitive settings, impactful actions, unpredictability of outcomes, and substantial physical contact. Within this framework, the implementation of a personalized approach to physical training for children in the 10-12 age group becomes essential. This strategy encompasses an inclusive evaluation of each young athlete's unique physiological, biomechanical, and psychological traits. Such a holistic approach not only facilitates their well-rounded development but also minimizes the likelihood of injuries.
 From an educational perspective, this technique covers not only the physical aspects of training, but also emphasizes the development of academic and social skills, using methods that stimulate interest, self-motivation and positive self-esteem in athletes. It is important to use personalized training strategies that take into account the different learning styles and needs of each child, which contributes to the better integration of kickboxing techniques and the development of the necessary skills. Special attention is paid to the development of training programs that meet the individual needs and capabilities of each child, ensuring harmonious physical, psychological and social development at this key stage of their life.
 In conducting a systematic review of contemporary scholarly literature addressing physical training, the efficacy of assorted methodological approaches in the differentiation of training across various sports disciplines, such as fencing, the military- sports complex all-around, sports games, volleyball, and rowing, has been substantiated. However, there is a notable deficiency in scholarly focus on exploring the application of these differentiated physical training approaches within martial arts, especially in terms of specific physical fitness metrics for athletes in these disciplines. This research gap highlights the imperative for additional investigation and the creation of refined training strategies tailored to martial arts practitioners. These strategies should be designed to expertly integrate the distinct physical and physiological traits of these athletes.

The Role of the Sunan Drajat Lamongan Islamic Boarding School Education System in Improving the Life Skills of Santri

The aims of this study were: (1) to explain the education system at the Sunan Drajat Islamic boarding school. (2) to explain the life skills possessed by students at the Sunan Drajat Islamic Boarding School. (3) to explain the role of the Islamic boarding school education system in improving the life skills of students at the Sunan Drajat Islamic boarding school. In this study, researchers used a qualitative descriptive method with a case study approach—data collection techniques using interviews, observation, and documentation. The data analysis used is data reduction, data presentation, and data verification. From the results of this study, it can be seen that the Islamic boarding school education system plays a full role in improving the life skills of students at the Sunan Drajat Islamic boarding school. Examples of life skills development at the Sunan Drajat Islamic boarding school are personal skills development in the form of worship coaching, social skills development in the form of Javanese krama inggil language habituation, academic skills development in the form of reciting activities and formal schools, vocational skills development in the form of agriculture, trade, carpentry, animal husbandry, banking and the arts. This is done so that students can develop and hone their skills in Islamic boarding schools in accordance with their interests and talents as provisions for independent living when they enter society later

Exploring the Role of Facilities in Guidance and Counseling Services in Schools: A Comprehensive Review

This paper explores the critical importance of guidance and counseling facilities in schools for optimal service delivery. With schools often overlooking the necessity of these facilities, it is imperative to shed light on the consequential deficiency in the delivery of such services, negatively impacting the academic trajectory and life skills development of students. The literature review methodology employed in this study delves into the conceptualization of guidance and counseling, the essential resources required, and the significant role of school administrators and BK (guidance and counseling) teachers in ensuring these facilities are available. The findings reveal the paramount importance of data collection instruments, data storage devices, service delivery tools, and BK room equipment for effective guidance and counseling. Furthermore, this study underscores the legislative mandates calling for the provision of these resources. Ultimately, this paper argues that optimal facilities, strategic planning, and collaboration between all school personnel are key to the successful implementation of guidance and counseling services in schools. The insights derived from this research are beneficial for school administrators, BK teachers, and policymakers, contributing to the enhancement of educational outcomes and the overall student experience.

АВА-терапія як сучасна технологія корекційної роботи з дітьми з РАС (переваги та недоліки)

The article deals with the essence, content, stages, advantages and disadvantages of the extremely popular among parents technology of corrective influence on children with ASD – ABA therapy, which is aimed at forming the necessary skills in a child that are absent due to developmental disorders. It has been determined that this approach can be used to solve a range of different tasks: the development of skills that can replace undesirable forms of behavior; the development of social and communication skills, such as maintaining eye contact, understanding the interlocutor’s facial expressions, the ability to ask for help, ask questions, play with other children; the development of academic skills (reading, arithmetic, writing) at a level accessible to the child; the development of household and self-care skills: independent toilet use, cooking and. Despite the fact that in the modern world ABA therapy is a scientifically proven and widespread method that has found its application in various areas of education and support for children with various developmental disorders, it has a number of significant drawbacks: The technique is ineffective if the child is afraid of strangers; the technique works only if it is used correctly and implemented by ABA therapists; breaks in classes or a reduction in their duration can affect the result; parents should take an active part in the work and, with the help of a specialist, organize a correct developmental system at home; children with ASD often have little effect on encouragement, it is important to understand what reward the child needs to get the desired result.

Impact of ‘Help! Serious Game’ on Motivation and Achievement: A Study on Undergraduate Students Majoring in Special Education

Serious games and collaborative learning are becoming increasingly important intersections as educational technology advances. The combination of serious games and collaborative learning has been hypothesized to improve academic achievement and student engagement when used in conjunction with collaborative learning. However, most of the current research remains fragmented, not thoroughly addressing the synergy between these two methodologies. A serious game designed for collaborative learning, “Help! The Serious Game”, is introduced in this study, particularly designed for undergraduate students majoring in special education. The primary objective was to examine the potential for improving motivation and Achievement through the use of collaborative learning and serious games. The research utilized a one-group pre-posttest design in which 44 participants participated in sessions involving “Help! The Serious Game” followed by data collection on motivation and academic outcomes. As a result of the convergence of serious games and collaborative learning, student engagement is significantly enhanced, academic skill development is enhanced, and real-world knowledge is broadened. With its immersive design, “Help! The Serious Game” not only captures students’ attention, but also enriches the learning trajectory by emphasizing peer interaction and mutual reinforcement, as well as enriching the learning trajectory. A promising beacon for a comprehensive and enhanced educational experience emerges as education undergoes rapid metamorphosis, blending serious games with cooperative learning strategies.

AN EXPLORATION OF HOW THE COVID-19 PANDEMIC HAS SHAPED DIGITAL PEDAGOGY AND INFLUENCED TEACHERS AND LEARNERS -A STUDY BASED ON THE MANGALURU REGION

The COVID-19 pandemic necessitated an unexpected, rapid pivot to online education across school districts in Mangaluru. As emergency remote teaching has given way to more permanent integrations of technology-enabled instructional models, there remains a need to examine the resulting outcomes for regional students and teachers. This exploratory study aims to understand how this sudden, immense digital adoption has shaped academic approaches and influenced learners and educators specifically in the Mangaluru area. Using surveys and focus groups, the attitudes, experiences and perceptions of teachers, students, parents and administrators will be analyzed to assess localised trends, benefits, challenges and impacts associated with pandemic-prompted pedagogical transformations. Key dimensions planned for investigation include academic engagement, social-emotional well-being, digital literacy and skills development, teacher workloads and support systems, and student performance and equitable access. By gathering rich insights around stakeholder experiences, the research seeks to provide Mangaluru education leaders, policymakers and curriculum designer’s valuable data for informing effective digital integration strategies, staff support and training programs, and access-improvement initiatives tailored to the needs of regional learner demographics. With technology-immersive classrooms likely persisting post-pandemic, findings will aid local decision-makers in maximising academic promise while safeguarding learner growth and nurturing robust communities of empowered 21st-century teachers and students.

Manajemen Pengembangan Kurikulum di Sekolah Dasar Islam

School curriculum development management is a process that involves planning, organizing, implementing, and supervising a curriculum that meets the needs and objectives of education. The purpose of this study is to describe and analyze the curriculum development management in SDIP Masyithoh and SDIT Quantum Mulia. Data collection was conducted through interviews, observations, and document analysis. The data collected were analyzed thematically. To improve the validity of the data, the researcher used triangulation. The researcher ensured that this study complies with the applicable research ethics. SDIP Masyithoh and SDIT Quantum Mulia are two Islamic schools that have different approaches to curriculum development management. SDIP Masyithoh emphasizes on strengthening Islamic values and the development of academic skills, while SDIT Quantum Mulia emphasizes on the application of technology in learning, integration of subjects, and the development of students' global competencies. These different approaches are reflected in every stage of curriculum development management, starting from planning, organizing, implementing, supervising, and evaluating. SDIP Masyithoh approach emphasizes on strengthening Islamic values and the development of academic skills, which can help students become intelligent, faithful, and virtuous individuals. Meanwhile, SDIT Quantum Mulia approach emphasizes on the application of technology in learning, integration of subjects, and the development of students' global competencies, which can help students become intelligent, creative, and leadership-minded individuals.

Soft skills among academics: Five theoretically informed lessons for current times

RESEARCH OBJECTIVE: The aim of this article is to provide a comprehensive examination of the role of soft skills among academics in the context of the evolving higher-education landscape.
 THE RESEARCH PROBLEM AND METHODS: We use a scoping review of existing literature to discuss the importance of soft skills in academia. Through critical analysis and synthesis, we identify patterns and gaps in current knowledge and develop five theoretically informed lessons to improve practice and theory.
 THE PROCESS OF ARGUMENTATION: A unique theoretical blending of five theories (resource-based, dynamic capabilities, cultural learning, implicit leadership, and human capital) forms the conceptual framework we used to arrive at our conclusions.
 RESEARCH RESULTS: Our first conclusion emphasizes that soft skills are essential for a competitive advantage in the performative culture of neoliberal academies. Second, we emphasize that updating soft skills is crucial in order to respond to the changing higher-education environment. Third, going beyond the universal view of academia as a sharply hierarchical industry, we demonstrate how building relationships with stakeholders is necessary for academic skill development. Our fourth lesson explores the implications of different evaluators’ perceptions of soft skills, highlighting the need for recognition of their value. The ultimate lesson highlights the need to invest in the skills of academics.
 CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: We consolidate existing theoretical approaches and overcome theoretical fragmentation to arrive at a comprehensive and theoretically grounded set of lessons for those interested in developing and utilizing soft skills among academics in the unique context of the ever-changing higher-education environment. We challenge the norms of neoliberal academia and call for the development of realistic policies and procedures that promote a respectful, collaborative, and sustainable higher-education environment.

Academic Language Development and Linguistic Discrimination

Language use within Canadian postsecondary institutions reflects ongoing neocolonialism and the privileging of European and North American English varieties. This article shares student perspectives of interactions with faculty on themes of language development and linguistic discrimination, discovered in qualitative interviews using Appreciative Inquiry methodology. Participants’ stories reveal both appreciation for supportive practices that facilitate the development of academic language skills and frustration with linguistic discrimination. Practices valued by participants include using simple and clear language, creating a comfortable environment for non-native English speakers, honouring multilingualism, and providing supportive instruction in discipline-specific language. Students also identified experiences of linguistic discrimination that resulted in academic and personal harm. In students’ stories, a tension between encouraging academic language development while avoiding discriminatory practices emerges. Paths forward in navigating this tension while challenging colonial language hierarchies may include integrating pedagogies using an academic literacies framework while also creating space for translingual practices in classrooms and institutions.

Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes

Peer-assisted learning (PAL) encompasses the active acquisition of knowledge and skills among students in similar social settings where teaching one another enables reciprocal learning. Sameyear/ level PAL (SPAL) is applied in theoretical and clinical teaching across medical disciplines worldwide and is regarded as a teaching and learning strategy promoting self-directed learning. However, it is unclear if SPAL is supporting the academic progress and skills development of students placed on extended curriculum programmes (ECP) in health sciences education (HSE) effectively. This paper focuses on ECP tutors and tutees’ experiences of SPAL on their academic, personal and professional development. Six qualitative, semi-structured group interviews were conducted with 41 ECP students (14 tutors and 27 tutees) after they had participated in SPAL sessions. Findings indicate that SPAL supports ECP students not only academically, but also improves graduate attributes and leadership development, and promotes adapting to higher education through the establishment of communities of learning. Embedding structured SPAL sessions into ECPs in HSE was found to be central to the success of this teaching and learning strategy.gy.

The Impact of Online Business Courses on Student Performance

Online education and its methods have been challenged by researchers since its widespread adoption. Over the past few decades, technology, globalization, and business model innovation have transformed business. Objectives of the study were to assess the effects of online learning on the performance of business students, explore the challenges that hinder online learning of business students and to provide strategies to improve online learning of business students. This study may help online course developers and teachers conceive, develop, and deploy online learning methods. Support staff who help establish curriculum, support services, and professional development may benefit from developing ways to satisfy students' requirements. There was a quantitative analysis carried out. The study used a survey to collect data, and its design was descriptive in nature. A survey consisting close ended questions related to various study variables were administered to a sample of 250 business students of Private universities in Islamabad Pakistan. Data collection was done through personal visits of the researcher. To evaluate the data, descriptive statistics are used, such as the mean, standard deviation and T-test. Study found the positive perceptions of academic performance and skills development which suggest that online learning can effectively contribute to students' educational outcomes. Furthermore, study identified challenges, such as technical issues and motivational barriers, underscore the need for targeted interventions to improve the online learning experience. Fostering interactive online content is recommended by the study, as it correlates positively with critical thinking and collaboration, key skills that contribute to academic success.

Peningkatakan Keterampilan Belajar Melalui Penerapan Metode Pembelajaran Les Sore Di Desa Kaiwatu

This service aims to evaluate the effectiveness of implementing the Afternoon Tutoring learning method in improving student learning skills. This learning method is specifically designed to provide additional study time outside of regular class hours, with a focus on increasing understanding of material, application of concepts, and development of academic skills. Through a joint agreement between the school and Kaiwatu village, this program is run on Tuesdays and Saturdays from 4 pm to 6 pm. Of course, real work college (KKN) students are given the opportunity to apply every potential obtained in each field. studies. In rural education environments, challenges are often encountered such as lack of access to quality education, lack of motivation to learn, environmental factors that are less conducive, and less effective learning methods. The results obtained indicate that the application of the afternoon tutoring learning method is effective in increasing students' motivation and learning skills. These findings have positive implications for the development of learning strategies in rural areas with the hope of increasing achievement and reducing educational gaps.